Presented are problem solving tips for teachers related to mathematical word problems for elementary school students. (RH)

Presented are problem solving tips and activities for elementary school mathematics. Included are suggestions for integrating problem solving into other parts of the curriculum and estimation activities. (RH)

Presents several suggestions for teaching problem-solving. They include: (1) using the "reduction" strategy (which permits students to solve problems involving a large number of cases or a very complex figure); (2) a problem for students in grades 4-8 to solve; and (3) ways of fostering a problem-solving climate. (JN)

Presents a problem-solving activity in which students first guess and then check their answer. Also presents an activity to help students develop skill in understanding the question in a problem and a suggestion to help develop a classroom climate conducive to problem-solving. (JN)

Details of a scope-and-sequence outline for problem solving in the elementary mathematics program of the Philadelphia School District are provided. The emphasis is seen to be on process rather than product. Information about the first 18 of 21 levels in the problem-solving strand is provided. (MP)

Describes a teaching experiment examining the possibility of the redefinition of a multiplication problem from a problem of remembering, to a problem of figuring out why arithmetic rules make sense. (YP)

Six algebra activities which use manipulative aids are described. The aids can be motivating, multipurpose, and individually manipulated by students. Some of the activities involve students in problem-solving practice and some can be revised to provide for students of differing ability levels. (JN)

Presents a problem that requires an experiment and which is nearly impossible to solve without adding new elements. Also provides tips on creating a problem-solving atmosphere in the classroom, offers a problem for middle school students to solve, and lists books containing nonroutine problems (appropriate for students in grades 4-8). (JN)

An elementary school mathematics program can be structured to allow students to practice computational skills and also become familiar with concepts that need to be mastered in algebra. The activities described begin with students' life experiences, continue through concrete and pictorial experiences, and conclude with abstract activities and…

Identifies and describes three steps where connections between written symbols and understandings can be made: (1) developing meaning for symbols; (2) developing meaning for rules; and (3) checking the reasonableness of solutions. (YP)

Discusses the "Every Pupil Response" (EPR) strategy and its use in teaching basic facts, problem-solving, place value, and fractions. Basically, the technique involves children responding simultaneously to a question by holding up a card, using parts of their bodies, or stick figures. Advantages of EPR are noted. (JN)

The way that fractions are taught to fourth-grade pupils at the Village Community School in New York City is detailed. The approach is thought to make the often frightening symbols of fractions into something that even beginning students find meaningful. Meaning rather than computational technique is emphasized. (MP)

A project designed to stimulate analytical reasoning skills in elementary school students is described, with a sample of the developed exercises. The materials were found to generate and maintain an enthusiastic response from the group of gifted eight-year-olds with which they were used. (MP)

Discusses the implementation of teaching estimation as portrayed in the NCTM Standards. Presents two instructional examples. (YP)

Presents (1) several activities on problem solving; (2) tips on creating a classroom climate favorable for problem-solving performance; and (3) a source of background materials for teachers. (JN)